How They Saw It, How We Do
A 40-minute Grade 1 lesson on comparing how people on this street saw things then with how we see them now.
How They Saw It, How We Do is a free 40-minute Kindergarten to Grade 2 social studies lesson plan for Common Core standard D2.His.4.K-2 — compare how people in the past saw things with how people see things now. It is timed across 5 sections, gives the exact wording to use where the wording carries the mathematics, names 3 misconceptions with the teaching move that addresses each, and ends with an exit ticket and a printable worksheet with its answer key.
- Grade:
- Kindergarten to Grade 2
- Length:
- 40 minutes
- Standard:
- D2.His.4.K-2
Kindergarten to Grade 2 · History
D2.His.4.K-2
Compare perspectives of people in the past to those of people in the present.
Objective
Students will be able to state a past view, a present view, and why they differ.
Students are successful when they can
- States the past view.
- States the present view.
- Explains the difference by what people had.
What you need
- The cutting, with Mrs Hall's comment about the walk
- The printable practice sheet linked at the end of this plan
The lesson
Warm-up — half an hour for bread
5 min- Read Mrs Hall's line about being glad not to walk so far.
- Ask whether half an hour for bread sounds normal now.
Teach — sensible, given what they had
13 min- State the past view: a half-hour walk for bread was ordinary.
- State the present view: we would think that a long way.
- Ask why the views differ. Because there was no shop nearer.
- Say the key move again, now with a named person: Mrs Hall was not odd, she had no choice.
- Warn against 'they did not know any better'.
“She was not strange. There was nowhere nearer to get bread.”
Guided practice — match and explain
12 min- Pairs match four then-views to four now-views.
- For two they explain the difference by what people had.
- They flag one where we might be the odd ones.
Independent practice
8 min- Students complete the past-and-present-views page.
- Read each statement aloud.
Close
2 min- Take one pair and the reason for the difference.
What goes wrong, and why
Each of these is a reasoning error rather than carelessness. The fix addresses the reasoning.
Says people then did not know better.
Why: Their choices look wrong from here.
Fix: Ask what they had. Sensible given a cart is the honest verdict.
Assumes everybody then agreed.
Why: The past is a single blur.
Fix: Mrs Hall was glad; somebody else may have missed the walk.
Names a difference in things rather than views.
Why: Objects are easier.
Fix: Ask what they thought about it.
If they are not there yet
- Two pairs rather than four.
- Give the then and collect the now.
If they finish early
- Say what people now might be wrong about.
- Find a view that has not changed.
- Say what would change our view.
Exit ticket
How did people then see a half-hour walk for bread? Why differently from us?
What to look for: Both views and a what-they-had reason. 'They were silly' means the sensible-given prompt needs repeating.
Printable practice for D2.His.4.K-2
Free to print and copy, answer key included. Each sheet can generate a fresh set of problems for a retake.
- How They Saw It, How We DoDraw a line from each one to what it means.
Questions about How They Saw It, How We Do
How long does the How They Saw It, How We Do lesson take?
40 minutes, split across 5 timed sections: warm-up 5 min, teach 13 min, guided practice 12 min, independent practice 8 min, close 2 min. The minutes are stated per section and add up to the stated length, so the plan can be cut or extended at a section boundary rather than abandoned halfway.
Which standard does How They Saw It, How We Do teach?
D2.His.4.K-2 — D2.His.4.K-2, History for Kindergarten to Grade 2: “Compare perspectives of people in the past to those of people in the present.” In plain terms, compare how people in the past saw things with how people see things now.
What do I need to teach this lesson?
The cutting, with Mrs Hall's comment about the walk and the printable practice sheet linked at the end of this plan. Everything listed is either ordinary classroom equipment or a free printable from this site — there is nothing to buy and nothing to prepare beyond photocopying.
What mistakes should I expect in this lesson?
Three, each a reasoning error rather than carelessness: says people then did not know better; assumes everybody then agreed and names a difference in things rather than views. The plan gives the thinking behind each one and the teaching move that addresses the thinking rather than the symptom.
How do I know whether the lesson worked?
The exit ticket asks: “How did people then see a half-hour walk for bread? Why differently from us?.” Both views and a what-they-had reason. 'They were silly' means the sensible-given prompt needs repeating. That tells you whether the class needs a reteach or a thirty-second conversation before you plan tomorrow.
Is there a worksheet to go with How They Saw It, How We Do?
Yes — 1 printable D2.His.4.K-2 worksheet, linked at the end of the plan and free like the rest of the site. Each one comes with an answer key and 25 versions, so the practice after the lesson can be a different paper on every desk.
Is How They Saw It, How We Do free to use?
Yes. The plan, its printables and their answer keys are free to read, print and photocopy for your own class, with no account and no email capture. It was last reviewed on 7 September 2026. Please do not resell it or republish it as your own.
Last reviewed 2026-09-07. Aligned to D2.His.4.K-2 of the C3 Framework for Social Studies State Standards.